* U N I T £ D 3 T A T E S B U R E A 

BULLETIN, ! 91 5. NO. 24 - - - - 



OF EDUCATION 

- WHOLE NUMBER 651 



ADJUSTMENT BETWEEN KINDERGARTEN 
AND FIRST GRADE 

INCLUDING A STUDY OF DOUBLE SESSIONS 
IN THE KINDERGARTEN 



By LUELLA A. PALMER 

ASSISTANT DIRECTOR OF KINDERGARTENS 
PUBLIC SCHOOLS, NEW YORK CITY 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1915 



UNITED STATES BUREAU OF EDUCATION 

BULLETIN, 1915, NO. 24 - WHOLE NUMBER 651 



ADJUSTMENT BETWEEN KINDERGARTEN 
AND FIRST GRADE 

INCLUDING A STUDY OF DOUBLE SESSIONS 
IN THE KINDERGARTEN 



By LUELLA A. PALMER 

ASSISTANT DIRECTOR OF KINDERGARTENS 
PUBLIC SCHOOLS, NEW YORK CITY 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1915 



Monoi^r^ 



,CN< 






ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PROCURED FROM 

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CONTENTS. 



Letter of transmittal 4 

Adjustment between kindergarten and first grade 5 

The home and the kindergarten 5 

Letter to primary teachers and kindergartners 6 

Advantages of kindergarten training 7 

LetterTo"supervisors of kindergartens and to kindergartners. 10 

Consideration of the replies 11 

Letter to superintendents and principals 16 

Means for better coordination 17 

Double sessions in the kindergarten 21 

Question form- sent to kindergartens 21 

Establishment of double sessions 22 

Hours and work of kindergartners and primary teachers 22 

Division of children for different sessions 23 

Rank of kindergartners 24 

Effect of double session ^ 24 

Advantages and disadvantages 25 

Better use of afternoon hours 25 

Conclusion 26 

Table 1. — Double-session kindergartens — Hours, attendance, teachers 28 

Table 2. — Double-session kindergartens — Effects upon teachers and chil- 
dren 32 

3 



LEHER OF TRANSMITTAL 



Department of the Interior, 

Bureau of Education, 
Washington, June 26, 1915. 

Sir: There are now in the United States nine thousand kinder- 
gartens, in which more than four hundred thousand children, mostly 
between the ages of 4 and 6, are taught according to the methods 
of the Froebel kindergarten, more or less modified to correspond 
to accepted principles of education and to American life and Amer- 
ican forms of school organization. Most of the kindergartens are 
included in the public-school systems of cities and towns, and most 
of the kindergarten children later attend the public schools. One 
of the most persistent questions of the kindergarten is how to bring 
about a better adjustment between the kindergarten and the first 
grade of the school. This question has interest alike for kinder- 
gartners and teachers of primary grades in the schools, as well as 
for school officers responsible for the making of courses of study. 
To assist in answering this question, the accompanymg manuscript 
has been prepared by Miss Luella A. Palmer, assistant director of 
kindergartens in the public schools of New York City. I recom- 
mend that it be published as a bulletin of the Bureau of Education 
for distribution among teachers, supervisors, and directors of kinder- 
gartens and primary schools and students of education. 

Respectfully submitted. 

P. P. Claxton, 

Commissioner. 

The honorable the Secretary of the Interior. 

(4) 



ADJUSTMENT BETWEEN KINDERGARTEN AND FIRST GRADE. 



After years of trial and through alternate opposition and encour- 
agement, the kindergarten has arrived at a point where it is consid- 
ered an integral part of a complete educational system. It is felt 
to be a necessary gradual step in a child's development as he goes 
from the home into the institution which acquaints him with the 
larger social group. 

The home and the kindergarten are sometimes felt to be more 
closely united than the kindergarten and the next grade of the school 
where the child begins the use of formal signs for language and num- 
ber work. It is at about 6 years of age that most children appear to 
waken suddenly to the idea that a written sign has a meaning, 
a value in conveying thought. The rest of the mental life of the 
child at this time seems to be a gradual reorganization of widening 
experiences through the kindergarten and first-grade years. There 
shouldj be no break between these two grades. Each should lead 
the child a step further along the path of education. As one step 
determines the starting point and general direction of the next and 
the second step advances from the point where the first left off, so 
the kindergarten should, by taking the general direction of educa- 
tion, advance the child to a point where the first grade can take 
him still further. If the aim of the school, including the kinder- 
garten, is in accordance with the best educational ideals, the kinder- 
garten wUl definitely prepare for the first grade, because it will help 
the child to develop to the fullest at his present stage, and the next 
grade will continue to aid this developing individual. If the two 
grades are perfectly adjusted to the progress of the developing child, 
there need be no adoption of the usual first-grade language and 
number signs in the kindergarten, nor need there be an adoption 
in the first grade of the particular handwork materials which chil- 
dren desire for expression at the kindergarten age. 

That there is not this perfect adjustment between the kinder- 
garten and the first grade is evident in many cases. It may be due 
to a misunderstanding of educational aims and methods or to the 
lack of ability to put ideals into practice. These two variants in 
the two grades would give a number of combinations which would 
account for the vastly different opinions that are expressed about 
the kindergarten. The burden of the criticism has fallen more 

5 



6 KINDERGARTEN AND FIRST GRADE ADJUSTMENT. 

heavily upon the kindergarten, partly because it is one of the later 
additions to the educational plan. It is only in the process of for- 
mulating its own ideals and practice; furthermore, it stands as a 
smgle grade in tlie school. The first grade, on the other hand, rep- 
resents the ideas of the whole school, and its aims and practices 
have been quite definitely outlined for many years. The question 
of the relation of the two grades must be one of adjustment — adjust- 
ment not to the particular ideas of kindergartners and primary 
teachers, but adjustment to the best growth of the developmg child. 
It was with the purpose of bringing the kindergarten and first 
grade into closer relationship that the Commissioner of Education 
sent to superintendents of various cities two letters, one to be answered 
by primary teachers, the other by kindergartners. The following is 
the letter for primary teachers : 

Dear Madam: I desire especially to know what advantage children in the primary 
grades of the public schools who have had kindergarten training have over those 
who have not; also, what adjustments, if any, need to be made between the kinder- 
garten and the lowest primary grades. Your experience and observation should 
enable you to speak with some degree of authority on this subject. May I, therefore, 
ask you to write me fully In regard to both points? Your letter will be greatly appre- 
ciated, and may be the means of much good to the children in the country. 

Yours, sincerely, 

P. P. Claxton, Commissioner. 

The answers to these general questions could not be made the 
basis for a scientific statistical study, but any consensus of opinion 
would sliow wherein the ideals of the kindergarten and the first 
grade were in accord and what values the primary teacher appre- 
ciates in the kindergarten training. These answers would also 
show wherein the practice of the two classes might be changed to 
further the mutual ideals. The following figures merely point the 
du'ection for thorough investigation and further experiment in the 
matter of adjustment between these grades. 

It must not be forgotten that certain factors would influence the 
replies given, such as the ideals and practice of particular kinder- 
gartners and the ideals and practice of particular grade teachers 
or principals. Tliere are good, medium, and poor kindergartners, 
teachers, and principals. Tlie probability would be that in the 
cases where all were intelligent and progressive, conserving the best 
growth of the child, there would belittle call for adjustment; where, 
in a very few cases, all were inefficient, the teachers of both classes 
would desire a radical adjustment on the part of others; and where, 
as in the majority of cases, the good and poor were mingled, there 
would be an acknowledged ground for adjustment on both sides. We 
can judge from the following opinions whether this probability is 
proved a truth. 



KIKDEEGARTEN AND FIRST GRADE ADJUSTMENT. 7 

Views oj superintendents, principals, and primary teachers. 

Superintendents, principals, and primary teachers report that the 
child trained in the kindergarten shows an advantage over the non- 
kindergarten child in the following characteristics : 

Reporting 
aflBrmatively. 

(1) Formation of good school (and life) habits, such as regularity, punctuality, 

orderliness, cleanliness, politeness 128 

(2) Power of expression, involving fluency in language and also a fund of ideas, 

as well as dramatic expression 99 

(3) Power of observation, concentration, and attention 95 

(4) Perseverance or the energy to finish a task when once begun 14 

(5) Control of the hand for manual work 93 

(6) Self-reliance, initiative, adaptability, ability to cope with situations with- 

out direction 89 

(7) Ability to work with others, willingness to wait one's turn, to cooperate, to 

share responsibility 88 

(8) Responsiveness, willing obedience, and compliance with suggestion 69 

(9) Knowledge acquired through actual experiences in the kindergarten 66 

(10) Ability to imitate, to follow technical suggestions 43 

(11) Interest in taking up any form of school work 38 

(12) Control over muscular coordination 39 

(13) Musical ability and rhythmical control 34 

(14) Initial entrance to school made easy and attractive 24 

(15) Ability to read and write more quickly 15 

Compared with these advantages gained by the kmdergarten 
child, the disadvantages mentioned seem few and unessential. The 
two given most frequently are — 

Reporting 
affirmatively. 

(1) Too dependent in periods of handwork; need constant help and supervision. . 25 

(2) Unnecessary communication and ill-timed play 18 

Other faults mentioned from one to three times are ''no concen- 
tration or perseverance," "superficial, not balanced nervously;" 
''more self-conscious, express less readily;" "indifferent to serious 
forms of grade work." These scattering replies we may dismiss 
from further discussion, as they probably represent particular situa- 
tions and show poor work on the part of either kindergartner or 
teacher. 

As for the first-mentioned faults, they indicate certain lines which 
require investigation in order to secure a better adjustment of the 
two grades. If these criticisms are true, if a child needs "constant 
help," and is not in earnest about his occupation, then he has not 
been under the right educational influences during the kindergarten 
period. But if, when looked at in the light of the best development 
of the child, these criticisms do not apply, then the standards set up 
by the primary teacher have not been in accord with the best educa- 
tion. 



8 KINDERGAKTEN AND FIRST GRADE ADJUSTMENT. 

A child of 6 years who has learned to play earnestly, to have a 
purpose in view, and to concentrate on the accomplishment of his 
self-accepted task will not wish to be distracted by irrelevant con- 
versation or by "fooling." It may be that some kindergartners do 
not reaUze that it is at the kindergarten period of a child's life that he 
develops from the holding of very incidental purposes to purposes 
which are more complex and require some degree of skill and continued 
effort for their attainment. If the kindergartner fails to understand 
this phase of development, she may continue to lead the child step 
by step when he is ready and anxious to be shown the end of the 
process and to guide himself on the road toward it. As the child 
sees only trivial steps, and knows that he is having no share in the 
determination of where they lead, he feels little responsibility for the 
ultimate result. He must occupy his mind with something, so his 
imagination plays- with each step, and as he has no definite purpose 
to steady his ideas, they take a fanciful turn. This arriving at a 
result by the piecemeal dictation of the teacher promotes the habit 
of mind wandering. 

Again, a kindergartner may not understand the educational value 
of crude results which have been attained by the initiative and seK- 
directed effort of the 5-year-old child. Instead of helping him to 
improve in the direction which he desires, the kindergartner may 
set an end for him which he must often make attractive to himself 
by means external to the process involved in gaining it — he must let 
his imagination express itself through play or conversation because 
he is not interested in what the teacher has planned for him. He 
develops the habit of caring Httle for final results and of taking his 
enjoyment as he works along. 

Perhaps the primary teacher may misunderstand the child's de- 
sires and powers. It may be that those who offered the criticism 
that the kindergarten children "mdulged in unnecessary communi- 
cation and ill-timed play" did not set tasks for the children which 
called forth their effort; the work may have been too easy, repeat- 
ing something learned in the kindergarten; or the primary discip- 
line may be too strict, making no allowance for a child's joyous 
attitude toward work and his desire for social encouragement. 

If in kindergarten and primary grades problems can be presented 
to the child that are of vital interest to him, that he is anxious to 
solve, problems that involve thought in order to select and adapt 
ways and means, then he will have no time for the distractions of 
talk and "play." He will develop judgment and seK-rehance by 
striving independently. Such a method used in the kindergarten 
would aid in overcoming the other fault mentioned by the primary 
teachers — that kindergarten children are too dependent in periods 
of handwork and need constant help and supervision. 



KINDEEGAKTElSr AND FIEST GRADE ADJUSTMENT. y 

The iiiferencefc are that the quaUties which the primary teacher 
appreciates and finds vahiable in her work are those mentioned under 
"advantages" of kindergarten children; otherwise more adverse 
criticisms would have been made. This shows primary ideals far re- 
moved from the old-time education, when quantity m reading, writing, 
and number work, together with a degree of submissive obedience, 
constituted the main measurements for a child's school work. 

In 19 replies it was stated that the kindergarten saved the child 
time in his progress through school; 6 said that there was no saving; 
5 said that the children were brighter at first, but showed no differ- 
ence at the end of a year. This last criticism should provoke investi- 
gation, but as "brighter" at the beginnmg of the term probably 
meant more self-reliance, attention, and responsiveness (good life 
habits), as well as ability to take up the technical school work, the 
same kind of tests should be applied at the close of the year. 

The adjustments suggested are very interesting when it is remem- 
bered that the suggestions come entirely from those outside the 
kinderga,rten. It is stated clearly by 7 correspondents that the only 
change desirable must be made in the first grade ; 2 think the kinder- 
garten should make all the changes; 12 suggest a connecting class; 
25 state definitely that no connecting class is necessary, and many 
more imply it, while 22 urge that teachers and kmdergartners should 
consult together and try to formulate mutual aims and practices. 

The particular adjustments suggested for the kindergarten are: 

Teachers 
favoring. 

(1) More independence in handwork periods 25 

(2) More quietness during occupation and other table work 22 

(3) Age limit be removed, so that a child may be placed in the class which is best 

suited to his development 15 

(4) Time in the kindergarten be limited to one year, since repetition dulls inter- 

est and a child gains habit of acting without'exerting mental energy 6 

(5) More attention be paid to the use of English in conversation 4 

(6) Introduction of reading and writing 4 

The adjustments suggested for the first grade are as follows: 

(1) Introduction of more handwork 22 

(2) Greater freedom, discipline less strict 22 

(3) Movable chairs and tables, and use of circle for conversation and games 14 

(4) Smaller classes, so that the teacher may give individual attention to the 

children 8 

(5) Seatwork more creative, not mere following of teachers' dictation, more time 

allowed for this method of developing creatively 7 

(6) Elimination of number work, except in actual problems 5 

The following is quoted from a carefully written, open-minded 
discussion of the problem by a first-grade teacher: "In the kinder- 
garten the child deals principally with things; in the primary, with 
words. In the kindergarten the play instinct is appealed to chiefly. 
95948°— 15 2 



10 KINDERGAETEN AND FIRST GRADE ADJUSTMENT. 

In the primary school, attention, concentration, must be secured and 
the memory must be trained." In these few sentences are sharply 
contrasted the principal points that need adjustment between the 
two classes. A child docs not on his sixth birthday jump from an 
interest in things to an interest in words, nor from a desire to play to 
a state where he is always attentive and exercising his memory. 
His dealing with things in the kindergarten should have given him 
content for words, and more "things" should be supplied him in the 
grade, so that this content may be enlarged. Appeal to the true 
play instinct develops habits of attention and concentration, which 
should carry over into the grade, and the grade should strengthen these 
habits by giving the play spirit just a shade more of the aspect of work. 
The letter sent to supervisors of kindergartens and kindergartners 
by the Commissioner of Education was as follows: 

Dear Madam: I desire especially to know what the primary-grade teacher may 
reasonably expect of a child who has had kindergarten training; also, what adjust- 
ments if any, need to be made between the kindergarten and the lowest primary 
grades, in order that there may be a closer relation between the two. Your experience 
and observation should enable you to speak with some degree of authority on this 
subject. May I, therefore, ask you to write me fully in regard to both points? Your 
letter will be greatly appreciated and may be the means of much good to the children 
in the country. 

Yours, sincerely, 

P. P. Claxton, Commsisioner . 

It is interesting to note that the characteristics mentioned most 
frequently by primary teachers as the noticeable result of kinder- 
garten training are the same as those which the kindergartners have 
aimed most consciously to develop. 

Views of kindergarten supervisors and kindergartners are here given : 

Reporting 
affirmatively. 

(1) Formation of good school (and life) habits, such as regularity, punctuality, 

order, cleanliness, politeness 62 

(2) Power of expression, involving fluency of language, also fund of ideas, as 

well as dramatic expression 72 

(3) Power of observation, concentration, and attention 76 

(4) Perseverance, or the energy to finish a task when once begun 3 

(5) Control of hand for manual work 45 

(6) Self reliance, initiative, adaptability, ability to cope with situations without 

direction 17 

(7) Ability to work with others, willingness to wait one's turn, to cooperate, to 

share responsibility 44 

(8) Responsiveness, willing obedience, and compliance with suggestion 19 

(9) Knowledge acquired through actual experiences in kindergarten 28 

(10) Ability to imitate, follow technical suggestions 43 

(11) Interest in taking up any form of school work ("a desire to know and to do ") 11 

(12) Control over muscular coordination 36 

(13) Musical ability and rhythmical control 65 

(14) Initial entrance to school made easy and attrp.ctive 6 

(15) Ability to read and write more quickly 3 



KINDEEGAETElSr AND FIRST GEADE ADJUSTMENT. 



11 



It is not possible to compare the actual figures in the two sets of 
answers, because the questions were not the same and the number 
of answers not equal. Comparison can only be made very loosely 
between the percentages of frequency with which each characteristic 
was mentioned within its own set of answers. By this comparison 
it is possible to judge somewhat of the relative importance of the 
characteristic to the different groups. 

Relative importance of characteristics. 



(1) School habits , 

(2) Language expression 

(3) Observation, etc 

(4) Perseverence 

(5) Manualskill 

(6) Self-reliance 

(7) Cooperation 

(8) Obedience 



Primary 
teachers. 



Per cent. 
14 

m 

10 

li 
10 
9 
9 

7i 



Kinder- 

gartners. 



Per cent. 
lU 
13j 
14 



(9) Information 

( 10) Imitation 

( 11 ) Interest in school 

(12) Muscular control 

(13) Musical ability 

(14) Pleasant introduction to 

school 

(15) Reading, writing 



Primary 
teachers. 



Per cent. 
7 



Kinder- 

gartners. 



Per cent. 
5 
8 
2 

7i 
12 



Making deductions from these percentages in a very general way, 
it might be inferred that kindergartners aim to develop more power of 
expression and more power of observation and attention than the 
primary teachers found the children had attained when they reached 
the first grade. The kindergartner tries to develop muscular co- 
ordination and musical ability as well as power to imitate. Is the 
difference in percentages in these latter respects due to the fact that 
the kindergartner values them more highly than the primary teacher? 
Or does a child have small opportunity to show his development in 
these respects in the primary? If the child is more efficient and 
enjoys life more when developed in these directions, should not the 
primary teacher have an opportunity to continue the kindergartner's 
line of education ? 

On the other hand, the primary teachers find that the child has 
gained in good school habits, in responsiveness and obedience, to a 
greater extent than the kindergartners have apparently expected. Are 
these qualities noted in the grades because they are found particu- 
larly useful in the primary ? Do these habits create the atmosphere 
which the primary teacher finds conducive to development under 
her teaching, because they supply the more passive, receptive attitude 
in education? This latter can hardly be the case, for primary 
teachers also value self-reliance and initiative. Both primary teachers 
and kindergartners are found to esteem social development and 
manual dexterity. 



V 



12 KINDEEGAETEN AND FIEST GEADE ADJUSTMENT. 

Kindergartners mentioned several other points which they eria- 
phasized, and which they thought would be of benefit to a child 
entering the first grade. These are: 

Kindergartners 
mentioning. 

(1) Development of senses i 73 

(2) Knowledge of- color and balance 24 

(3) Knowledge of form, size, shape 24 

(4) Knowledge of concrete number and counting 38 

(5) Ability to listen to a story and to enjoy good literature 19 

(6) Development of memory 7 

(7) Quality of tone in speaking ^. 4 

(8) Use of phonics 4 



There are several questions that arise in considering the kinder- 
gartners' emphasis on the first three points above, and these must be 
answered before a better adjustment of kindergarten and primary 
can be made. Has the development of the senses reached its height 
at 6 years of age so that it is not necessary to continue further educa- 
tion in this way ? Or is the kindergarten overemphasizing the devel- 
opment of the senses, particularly in technical points of color and 
form discrimination ? Or is the grade neglecting a part of the child's 
education? The answer to all three questions might be partly ''yes" 
and partly "no." At the age of 6 the larger, cruder, discrimina- 
tions as to color, size, form have been made, and the senses can be 
developed further through the detection of the finer variations that 
come through the effort to paint, read, write. Possibly the primary 
teacher is not educating the whole child because she does not see the 
importance of developing the senses by finer discriminations or she 
may feel that education of this kind is implied in the larger i:>urposes 
of the first grade. Could she use games that would call for still more 
discrimination ? 

Possibly the kindergartner is overemphasizing the importance of 
the work she is doing in this direction. Scientific observers have 
shown the ineffectiveness of abstract instruction with young children; 
yet kindergartners often spend much of their time "teaching" color. 
Dr. Dewey shows how discriminations actually arise when there is a 
vital need for them. 

By rolling an object, the child makes its roundness appreciable; by bouncing it, he 
singles out its elasticity; by throwing it, he makes weight its conspicuous distinctive 
factor. Not through the senses, but by means of the reaction, the responsive adjust- 
ment, is the impression made distinctive and given a character marked off from other 
qualities that call out like reactions. Children, for example, are quite slow in appre- 
hending differences of color. Differences from the standpoint of the adult so glaring 
that it is impossible not to note them are recognized and recalled with great difficulty. 
Doubtless they do not a\\ feel alike, but there is no intellectual recognition of M'hat 
makes the difference. The redness or greenness or blueness of the object does not tend 
to call out a reaction that is sufficiently peculiar to give prominence or distinction to 
the color trait. Gradually, however, certain characteristic habitual responses associate 
themselves with certain things; the white becomes the sign, say, of milk and sugar, 



KINDEEGARTEN AND FIEST GRADE ADJUSTMENT. 13 

to wMch the child reacts favorably; blue becomes the sign of a dress which the child 
likes to wear, and so on; and the distinctive reactions tend to single out color qualities 
from other things in which they had been submerged. * * * Variations in form, 
size, color, and arrangement of parts have much less to do, and the uses, purposes, 
and functions of things and of their parts have much more to do with distinctness of 
character and meaning than we should be likely to think. What misleads us is the 
fact that the qualities of form, size, color, and so on, are now so distinct that we fail 
to see that the problem is precisely to account for the way in which they originally 
obtained their definiteness and conspicuousness. So far as we sit passive before ob- 
jects they are not distinguished out of a vague blur which swallows them all. Differ- 
ences in the pitch and intensity of sounds leave behind a different feeling, but until 
we assume different attitudes toward them, or do something special in reference to 
them, their vague difference can not be intellectually gripped and retained. ^ 

A child might develop in a way that would be more valuable for 
his next step in education if kindergartners would find or create 
situations which call for discrimination rather than place so much 
emphasis upon results of sense development, the knowledge of form, 
size, etc. 

Thirty-seven kindergartners mentioned that the ability the kinder- 
garten child gained in counting concretely by wholes, halves, quar- 
ters, etc., should be of some benefit for the first grade. Here again 
a compromise is necessary. Does the kindergartner overemphasize 
mathematics, developing a child far beyond his needs, or is the pri- 
mary teacher not able to take advantage of what he has learned in 
the kindergarten ? Perhaps there is a little of both. Faulty psycho- 
logical ideas may be responsible for some of the kindergartner's 
emphasis on mathematics. 

The same questions may arise in regard to listening to a story and 
enjoying good literature. Does the kindergartner overestimate the 
value of these, or the primary teacher underestimate it, or is it that 
the primary teacher has not the time to develop the children in these 
ways ? The latter seems the most likely, yet assuredly the choice 
story well told is one of the most effective ways of inculcating high 
ideals. 

The development of memory is mentioned by seven kindergartners 
as one of the advantages of kindergarten training. Memory, as the 
psychologists now teU. us, is a capacity that can not be "developed." 
A kindergartner can give a content for it, store it as far as possible 
with good literature, happy times, etc., but she can not increase its 
retentiveness as a preparation for the first grade. 

A few kindergartners spoke of the pleasant tone of voice which a 
child should develop in the kindergarten. Attention is not generally 
paid to this point, and it is no wonder that primary teachers omitted 
to mention it as a characteristic of children trained in the kindergarten. 

The beginning of phonics was mentioned by a few. This practice 
is not general; it consists of imitating the calls of animals, or of recog- 

1 Dewey, John. How We Think, p. 122. 



14 KINDERGAETEN AND FIRST GEADE — ADJUSTMENT. 

nizing words or names that begin with the same letter. Where chil- 
dren of 6 are still in the kindergarten, it might be advisable to begin 
this work, but where those of 5 or 5^ are promoted, it can safely be 
left for the later grade. 

The general conclusions are that, in the main, the kindergartner is 
consciously aiming to give and is giving the children the kind of edu- 
cation which the primary teachers find is helpful in the next grade. 

There has been implied in the mention or nonmention of character- 
istics in the two sets of answers some possible adjustments which 
might be made in both kindergarten and first grade. Thirteen 
kindergartners feel that all adjustments should be made in the pri- 
mary; three state that the kindergarten only should make them; 
five say that none are necessary. 

In order that the kindergarten and primary should come into 
closer connection, it is suggested that — 

Kinder- 
gartners 
favoring. 

Kindergarten courseB include primary methods 14 

Primary courses include kindergarten 20 

Kindergarten teachers study primary work 12 

Primary teachers study kindergarten 14 

Other means suggested for a better understanding are — 

Primary teachers visit kindergarten. 

Kindergartners visit primary. 

Conferences of kindergartners and primary teachers. 

Kindergartners teach in lA. 

Primary teachers teach kindergarten. 

Mothers' meetings be held together. 

Connecting class be formed. 

To gain full value of kindergarten training the following is sug- 
gested : 

Kinder- 
gartners 
favoring. 

Provide separate first-grade class for children trained in kindergarten 11 

Abolish age limit for promotion to first grade, and send child on when devel- 
oped enough for primary work 6 

To carry over the kindergarten spirit into the grades, several changes 
are suggested : 

Kinder- 
gartners 
favoring. 

Movable chairs and tables 16 

More play spirit and regular game ])eriod 13 

More handwork 14 

Less rigid discipline 12 

Smaller classes 9 

More stories 7 

More walks and excursions 5 

Freer curriculum 7 

More attractive rooms 4 



KINDEEGAETEN AND FIEST GEADE ADJUSTMENT. 



15 



Comparison of these points for adjustment reveals again that pri- 
mary teachers and kindergartners are quite in S3nxipathy with regard 
to the treatment of some of the problems. 

Changes favored. 





Primary 
teachers. 


Kinder- 
gartners. 




Per cent. 
30 
30 
19 
12 
7 
6 


Per cent. 
31 




20 


Movable chairs 


33 


Smaller classes 


18 







Kliminatinn of niimhfir wnrk 










Primary teachers mention the need of freer disciphne in their own 
grade more than the kindergartners, but perhaps the kindergartners 
think that the introduction of movable chairs and tables would have 
the effect of freeing the discipline. One kindergartner voices her 
main criticism of grade work as a lack of ''mother feeling toward 
the child from the teacher." The need of havmg the seat work 
more creative and the dropping out of number work are points 
which the grade teachers alone mention. 

It is interesting to note that while the kindergartners placed great 
stress on the mathematics which the child gained in the kindergar- 
ten, the only mention the grade teacher makes of the subject is to 
desire its elimination from the grade. Is there ground here for 
investigation into the kind of number work which children of 5 to 
7 years of age are able to use in their problems ? Should it be only 
that which is called for in the measuring of material for making toys 
and useful articles, in buying at the toy store, in dividing treasures 
evenly with one's neighbors ? 

Some of the kindergartners' replies state very clearly that their 
aim is to develop the child to the fullest of his present capacity, 
and in this way to prepare for the next grade. 

A primary-gi-ade teacher may reasonably expect that kindergarten training will 
result in an awakened child. 

I firmly believe that a primary teacher may reasonably expect that an average 
child with kindergarten training should be able to meet every requu'ement of the 
first grade with intelligence and appreciation. He comes to his work with an open 
mind, ready to approach any task with enjoyment and enthusiasm. * * * He 
has gained a sense of justice and honor as well as a high standard of moral and spiritual 
worth. 

When our kindergartens are taught by teachers whose attitude 
toward children is like that described in the following letter, and 
when first-grade teachers have dreams such as those of the writer of 
the letter, an adjustment between the kindergarten and primary will 



16 KINDEEGARTEN AND FIRST GRADE ADJUSTMENT, 

be an assured fact; that is, if superintendents and principals allow 
each teacher the liberty to work out the problem to the best of her 
abUity : 

P. P. Claxton, 

Commissioner, Washington, D. C. 

Dear Sir: My experience in first-year primary work with kindergarten and non- 
kindergarten trained classes lias strengthened my early conviction as to the value of 
the kindergarten. It is often difficult to lay hold upon results in education, and to 
say of tliis or that that it was due to a certain cause. It is impossible for one to say 
whether cliildren with kindergarten training pass through the grades more rapidly 
than children without such training, because my oliservation has not been suffi- 
ciently extensive; but that cliildren with kindergarten training have advantages 
came home to me a few years ago when, after several years of experience with cliildren 
of this class, I undertook a school which had received no kindergarten training. 
The unresponsiveness with which I met was something I could not at first account for. 

There are kindergartens whose influence is over-refining that send out a superficial, 
hothouse product. There are kindergartens governed by the old-time formal school 
methods. The effect of either of these is to dwarf the mind, and any advantages 
derived from them could not compensate for the arrested development of the child's 
individuality. "It is the self-activity of the child that counts most in his develop- 
ment and education." 

The real kindergarten — the kindergarten which fosters the self -activity, the spon- 
th,neity and play impulse of the child, that promotes liis individuality and that at 
the same time inculcates a regard for law and a respect for the rights and privileges 
of others, that arouses in the child a wholesome interest in the life about him and 
that quickens his senses — will exert, I think, a lasting influence; one that will tell all 
through his period of mental development. Children from such a kindergarten enter 
upon the first-grade work with good motor control, with hal»ts of industry, order, 
courtesy, obedience, and self-control, with a larger language power, with minds 
awake, and with joy in their conscious power of self-expression. . 

For two years it was my good fortune to receive children trained in a kindergarten 
of this sort. These children had gained in physical control as evidenced in their 
lio-htness of feet, in their free and graceful movements, in the self-respecting posture 
of head and chest, and in their ability to work with their hands. They had learned 
to work, were self-helpful, inventive, and resourceful both in their work and in their 
play. The handwork, especially the free-cutting, was something exceptional, and 
manifested not merely manual dexterity, but power to see, power to image clearly 
an idea, and power of fixed attention. 
■^^ Through its stories, gift lessons, conversations, play, and observations in the animal 
and plant world, the kindergarten develops the child's imagination, widens his 
experience, quickens his sympathies, stimulates his powers of observation, and 
increases his language power. All these exercises which contriluite to power in dis- 
crimination of form, in ability to see number relations, and to broaden experience, 
are invaluable aids to the cliild when he enters upon his more formal gi-ade work. 
Through its games and occupations habits of courtesy and helpfulness are fostered. 
And above all, the kindergarten contributes to the child's happiness. 

I believe that the spirit of the true kindergarten should animate every primary 
school, that its methods of instruction should be continued, and that natural and 
spontaneous work and play and rest should receive their due share of attention. | 
But the crowded condition of most primary schools permits little opportunity for free- 
dom and individual self-expression, and it often seems ta necessitate the instructing 



KINDEKGAETEN" Als^D FIEST GRADE ADJUSTMENT. 19 

kindergarten and primary work take the term's work that we call constant before 
being required to elect the course leading especially to kindergarten or primary 
grades. The main foundational course that all take during this term is elementary 
educational psychology (mainly child study) . This course culminates in a study 
of the dominant native tendencies and interests of children during their suc- 
cessive periods of development. Something of the trend of this work is indicated 
by leaflet summaries, copies of which are provided for each junior. As one of 
the main results of this work, teachers and students come to realize that there is 
no justification for a sharp break in the school life and school work of the kinder- 
garten and Grade I. 

(3) During the second junior term, prospective kindergarten and prospective 
primary teachers have the following courses together: Educational psychology; 
sociology (if elected); primary methods; music; juvenile literature and songs; 
games and folk dances. 

(4) During the second junior term the kindergarten students have directed 
observation in both kindergarten and primary grades. 

(5) During their senior year these sets of students have the following in common: 
Principles of education, history of education, industrial occupations, primary 
methods, and seminary. 

II. Administrative means. 

The chief administrative means which we have found valuable for increasing 
profitable relationsliips between kindergarten and primary work are: 

(1) Including the kindergarten as a part of the elementary school rather than 
regarding it as a department by itself. 

(2) Locating the kindergarten rooms close to the primary rooms. 

(3) Beginning a class of kindergarten cliildren at mid year in primary reading, 
but continuing with kindergarten work. 

(4) Kindergarten and Grade I supervisors (critics) have interchange of work, 
6. g., the kindergarten superidsor helps supervise the industrial occupations of 
Grade I ; and some years the grade I supervisor helps supervise the reading of 
the class that remains in the kindergarten. 

(5) The assistant to the kindergarten supervisor is also assistant to the Grade I 
supervisor. 

(6) Grade I children join the kindergarten cliildren for part of their physical 
education. 

(7) The kindergarten student teachers do half their teaching in the primary 
grades and tlie primary student teachers do much observation in the kindergarten 
grades. 

(8) The teachers of kindergarten education occasionally teach a class in some 
other field of education, e. g., educational psychology, history of education, etc. 

(9) A copy of the inclosed list of qualities of excellence in student teachers 
is placed in the hands of each prospective student teacher as a means of helping her 
to choose her com-se. In tliis they see that we believe that teachers of kinder- 
garten and primary children need similar personal qualities. 

The leaflets to which reference is made are entitled ''Dominant 
Native Tendencies of the Various Periods of Child Life." (Kinder- 
garten, primary, intermediate, etc.) "Centers of Interest." (Kin- 
dergarten, Grade I, etc.) ''Quahties of Excellence in Student 
Teachers" (qualities equally essential for teaching pupils of all 
ages, qualities especially essential for teaching kindergarten and 
primary grades, etc.). 



20 KINDERGAETEISr AND FIRST GRADE ADJUSTMENT. 

Teachers trained where such a view is taken of education will have 
no difficulty in bridging any imaginary gap between kindergarten 
and primary. 

England shows by her infant schools that she understands better 
than America that the period from 4 to 8 years is marked by no 
sudden psychological change. A right adjustment of the school 
to the growmg mind and body of the child will make the discussion 
of the adjustment between kindergarten and primary grades a topic 
of the past. 



DOUBLE SESSIONS IN THE KINDERGARTEN. 



The question of double sessions would seem to belong entirely to 
the realm of school administration; but since the accepted unit of 
kindergarten organization has until recently been one group of 
children, one morning session, and one set of teachers, the extension 
of kindergartens by means of adding another group of children and 
holding an afternoon session has carried the discussion well outside 
the limits of an administrative problem. The nature and range of 
the discussion are indicated in the accompanying tables and comments. 

Of the 867 cities reporting for the school year 1911-12, to the 
Bureau of Education, 546 have morning and afternoon kindergartens. 
In order to learn the opinions of those who know most intimately 
the values and effects of double sessions, the following question 
form was sent to a selected group of 92 cities in various parts of 
the country. The 112 answers represent 45 cities. 

Dear Madam: The Bureau is frequently asked for an opinion on the advisability 
of double sessions in kindergartens. Before issuing a statement the Bureau wishes 
to hear from the teachers themselves. Will you therefore kindly answer the following 
questions and return them to the Bureau as promptly as possible? 
Your courtesy in this matter will be much appreciated. 

Sincerely, yours, P. P. Claxton, 

ConiTnissioner. 

1. Date of establishment of kindergarten in public-school system? 

2. Date of introduction of two sessions a day? 
•3. What is the length— 

a. Of the morning session in the kindergarten? 
6. Of the morning session in the first grade? 

c. Of the afternoon session in the kindergarten? 

d. Of the afternoon session in the first grade? 

4. Does the same group of children attend both sessions in the kindergarten? 

a. If so, do the older or younger children attend in the afternoon? 

Reasons for this arrangement? 

b. Is the afternoon group smaller than the morning group? 

5. Are there — 

a. Two kindergartners of equal rank? 

If so, how are the work and responsibility divided? 

b. A director and an assistant? 

If so, how are the work and responsibility divided? 

c. Is there only one kindergartner? 

6. State frankly your opinion with regard to the effects upon the teachers as to — 

a. Physical health-? 

b. Mental attitude (buoyancy, optimism, etc.)? 

c. Quality of work done? 

d. Amount of visiting in the homes of the children? 

e. Frequency of mothers' meetings? 

/. Professional study, etc.? 

21 



22 DOUBLE SESSIONS IN THE KINDEEGAETEN. 

7. What are the advantages (not indicated above) of two sessions a day — 

a. To children? 

b. Toteachers? 

8. Do the advantages, everything considered, outweigh the disadvantages? 

9. Do you consider the conditions under which you work and the work required of 

you to be more difficult than is the case with the primary teachers of your school? 
For what reasons? 
10. How might the school board use your afternoon school hours to better advantage 
than by requiring a second session? 

City , School , Signature 

The answers to these questions should indicate v/hether cities, both 
large and small, have found it necessaiy or expedient to introduce the 
double session; whether it has demanded harder work from the 
kmdergartner than the primary teacher; whether there is a preference 
for a particular session, and why; whether all kindergarten teachers 
are ranked on the same basis; whether the double session has an 
injurious effect upon the children, the kindergartner, or the social 
work of the school; and, lastly, whether the kindergartners have 
thought out any plans to improve present conditions. 

Establisliment of double sessions. — In larger cities it seems to have 
been found imperative to organize double sessions almost im- 
mediately after the introduction of the kindergarten into the public- 
school system. The dates for double sessions begin with St. Louis in 
1875. Between 1902 and 1906 the rapid growth of the kindergarten 
idea made it necessary to have afternoon sessions in nearly all cities 
where the kindergarten had been previously estabhshed. 

The reports from 7 cities show that the same children attend both 
sessions, but of these, 2 say that only the older children return for 
the afternoon. One city gives as its reason foi having the children 
come back that "the mothers are Polish and work out all day, and 
it is better to keep the children where the}^ will learn English and 
right conduct." 

Thirty-eight of the cities from which replies came have two different 
classes of children in the same room, one in the morning and one 
in the afternoon. 

Hours and worJc of hinder gartners and 'primary teachers. — Twenty- 
two of the cities report shorter hours for kin(Jergartners than primary 
teachers. The kindergarten sessions average 2 to 2^ hours, while the 
primary classes are from one-fourth to one-half longer. In three 
instances the two sessions of the kindergarten taken together last 4h 
hours, while the primary class is in session but 4 hours. In 15 of the 
45 cities the total teaching time for kindergartners and primary 
teachers is the same, although the kindergarten children have but one 
session a day. 

A large majority of the kindergartners (77 out of 109) consider the 
work of the primary teachers as difficult as their own. One says 



DOUBLE SESSIONS IIST THE KINDEEGARTEJST. 23 

that ''kindergarten work is not more difficult, but takes more time." 
Another thinks "the work is not more difficult, but is more of a strain 
on the nerves, and requires more patience. By the time the first- 
grade teacher gets the children, they have become disciplined, have 
gained the power to listen, can pay attention, and take directions to 
some extent." One kmdergartner thinks that her work is easier 
because she has no responsibility for promotions; she ''does not have 
to bring all the children up to a uniform standard." Those who feel 
that the work is harder give the following reasons: "A kindergarten 
teacher has two sets of children the same size as the primary teacher, 
and so has to respond to many differing personalities." "The 
primary teacher has the same children all the day, and so each one 
under her care knows her at her best in the morning hours." "If the 
kmdergartner is responsible for the two sessions, she has to repeat 
much of the same work in the afternoon, and in this way loses 
buoyancy and enthusiasm." "Primary teachers plan to have lighter 
subjects in the afternoon, but the kindergarten is another cycle." 
"It is harder if the kindergartner is responsible for the work of an 
untrained assistant." The general opinion seems to be, as stated 
by one kmdergartner: "Just as much preparation of work is 
necessary, just as much energy is needed, and conference with 
mothers is just as important in the primary as in the kindergarten." 

Division of children for different sessions.— It is curious to note 
the similarity of the reasons given for Having children attend a cer- 
tain session and yet the dissimilarity of conclusions drawn. 

Ten kindergartners state that the younger children need more 
sleep, but for this reason 4 infer that it is better to have them come 
in the morning, so that they can take an afternoon nap, and 6 think 
that the afternoon session would be better because the little ones 
like to sleep late in the morning. Six state that the teacher is fresher 
and more alert early in the day, but some conclude from this that the 
older children who are to be promoted should have the benefit of 
the teacher at her best, as they "need quick response, enthusiasm, 
and alertness on the part of the teacher." Others say that the 
younger children require more play spirit and adaptability in the 
kindergartner, and therefore should come in the morning. There is 
as much divergence of opinion when children and not teachers are 
considered. Some say that as more intensive work is expected of 
the older ones, they should attend in the morning, while others think 
that a younger child needs more help and therefore should have the 
benefit of the morning hours, when he is at his best physically. 
These answers all imply that the most developing work can be done 
in the morning session, when both teachers and the children are at 
their best, and a different standard must be set for afternoon work. 
Forty kindergartners state that the difference in the length of the 



24 DOUBLE SESSIONS IN THE KINDERGARTEN. 

sessions is the main reason for determining when the children shall 
attend. All but 2 would have the older children for the longer 
period. Fourteen say that there is no division according to age, the 
children attending the session which suits the convenience of the 
parents. 

Rank of Jcindergartners. — Thirty cities report that the teachers are 
classified as directors and assistants. These assistants vary all the 
way from the untrained "cadet" or training student to the kinder- 
gartner who has had equal training with the director, but has had 
less experience. The kind and amount of assistance varies also 
from the mere care of the room and oversight of table work to an 
even division of work between director and assistant, one taking 
charge of the morning session and the other of the afternoon session. 

In several cities the number of children enrolled determines the 
number of assistants. Cities like New York, Chicago, Utica, Tren- 
ton, and Salt Lake City report that there are two kindergartners of 
equal rank. Of course in such cases the two teachers divide the 
responsibility evenly, each having charge of one session and assisting 
at the other. 

Effect of double session. — The answers to question 6, concerning the 
effect of the double session upon the teachers, were evidently given 
from different standpoints. Some understood the question to apply 
to kindergarten work in general and others understood it to apply to 
the effect of the double session. The first set of answers were disre- 
garded in the summary below, ^ since the double-session problem was 
the specific point of the questionnaire. Another confusion arose 
from the fact that some kindergartners felt that a choice must be 
made between one session with perhaps 70 to 90 children under two 
teachers, and two sessions each with half that number. Other kin- 
dergartners appeared to view the matter from a standpoint of 40 to 
50 children only in the morning or that number twice a day. 

Of those who considered the question from the standpoint of one 
session with large numbers, as contrasted with two sessions w4th small 
numbers, the following are the answers: 

Health better. .5; poorer. .11; Bame. .1 

Buoyancy more... 5; less 8; same. .2 

Quality work better. .9; poorer. . 8; same. .5 

Visiting in homes more...O; less 16; same.. 3 

Mothers' meetings more...O; less 14; same.. 5 

Study more. . .0; loss 14; same.. 5 

The spirit of play which must pervade every true kindergarten is 
the free creative spirit of the artist. There is loss of buoyancy with 
the double session; health is affected; and the quality of v;ork is 
lowered. 

I But not in the table, pp. 32 1. 



DOUBLE SESSIONS IN THE KINDEEGAETEN. 25 

Where small groups were considered for both morning and after- 
noon, it was felt that double sessions resulted in — 

Health better. .0; poorer. .45; same. .23 

Buoyancy more. . .0; less 40; same. .20 

Quality work better. .1; poorer. .38; same. .19 

Visiting in homes more. . .0; less 58; same. . 8 

Mothers' meetings more. . .0; less 44; same. .22 

Study more...O; less 49; same. .13 

These statistics seem to indicate that all kindergartners find the 
double session a drawback to the work outside of the immediate 
teaching, and even the cjuality of teaching would be somewhat 
affected by the lack of time for study. Where the double session is a 
question of dividing the number of children so that half come in 
the morning and half in the afternoon, there is no greater strain upon 
the teacher, and of course the children have the benefit of more indi- 
vidual attention. Where only half the children could be accommo- 
dated with the single session, a larger majority of the teachers felt 
the great tax of the second session. 

Advantages and disadvantages. — The answers to question 7, con- 
cerning the advantages of double sessions, were also given from the 
viewpoints stated above. Therefore 27 state that the advantages 
of double sessions are : Possibility of smaller numbers, greater free- 
dom, better grading of the children, and more opportunity to allow 
expression of individuality. Others who consider coming in con- 
tact with twice the number of children as the results of double 
session declare that more children are accommodated, expenses are 
decreased, and kindergartners are placed on an equal footing with 
primary teachers, receiving the same salary. 

On the whole the kindergartners feel that the advantages outweigh 
the disadvantages, although 25 think that the strain upon the teacher 
hardly outbalances the good to the children, as the kindergartner is 
not able to give of her best to all. 

The greatest advantage seems to be the standing given to the kin- 
dergarten idea in the community. This is voiced in the following: 

The double session promotes a general feeling on the part of the community, the 
teaching body, and the teacher that the kindergarten is a vital, integral part of the 
school system and not a luxury, exceptional in its organization and privileges. 

Our board of education regards the kindergarten largely from an economic point of 
view. The proposition of caring for a group of from 70 to 80 children in one room with 
two teachers makes them willing to establish a kindergarten, whereas the expense of 
the one-session plan with groups small enough to be of value to the children would be 
considered too costly for practical purposes. 

Better use of afternoon hours. — Interesting returns came in answer 
to the last question. It is here that the kindergartner reveals her idea 
of the scope of her work. That many kindergarten teachers feel their 
function as connecting link between the home and the school is shown 



26 DOUBLE SESSIONS IN THE KINDEEGARTEN. 

by the fact that 38 would like to spend some of the afternoon hours 
in visiting in the homes and 21 in holding more mothers' meetings. 
Seventeen state that assisting in the primary grades, in story tellmg, 
in overseeing manual work, and in leading games, would be a desirable 
way to spend the time. Six speak of social settlement and play- 
ground work, showing that they believe the kindergarten spirit should 
function outside the limits formerly relegated to the teacher. Twenty- 
two would like more time for study and 15 for preparation of work. 

Twenty-six have no suggestions to make as to better use of after- 
noon hours, and yet 19 of these have stated that few visits are 
made or mothers' meetings held because of the double sessions. These 
kindergartners must feel that the benefit of giving more mdividual 
attention to children or of having more chiklren in the kindergarten 
must outweigh the value of learning home conditions and getting ac- 
quainted with parents. Just one individual states that ''with 
parent-teacher's associations and the services of a school nurse, the 
need of kindergartners in home-visiting is reduced considerably. 
Cases not covered by these means are still met by the kindergartners." 

Yet there are many strong pleas for more visits in the homes. 
" Double sessions give an opportunity to study a child in small groups, 
but we would understand him better still if we saw him at home." 
"Home visitmg is a difficult task when it must be begun at 4 o'clock. 
Often you trespass upon the preparations for supper. ' Pop calls ' are 
of no value when you wish to get at home environments." 

Conclusion. — In many cities the double session seems to have been 
found an economic necessity to accommodate all the children of kin- 
dergarten age, that is, in groups that are small enough to be of benefit 
to them and yet without too great an expenditure for equipment and 
for the teachers' salaries. 

That the hours of the kindergartner should be slightly shorter than 
those of the primary teacher seems permissible, since coming in con- 
tact with the many different personalities of the two sets of children 
exhausts the vitality. 

Wliether the younger or older children should have the advantage 
of the morning hours seems to be a matter to be decided by the 
particular locality. 

If good work is to be done in the afternoon, the kindergartner who 
has charge of the afternoon session must be spared as much of the 
responsibility as possible for the early session. As stated by one 
teacher, "the single session under right conditions is ideal; the 
double session with two directors of equal ability is the next best 
arrangement." This judgment as to the double session with two 
directors is doubtless sound if the work of the kindergartner is to be 
exactly similar to that of the grade teacher. If, however, she is to be the 
link between the home and the school, more time must be given her for 



DOUBLE SESSIOlSrS IN THE KINDERGARTEN. 27 

home visiting and mothers' meetings. The kindergartner is not only 
a teacher, but a social worker. She comes into very intimate touch 
with the mothers of the community. The little child separated from 
home for the first time creates a close bond of sympathy between the 
kindergartner and the mother, and by means of it the kindergartner 
can become a strong influence in the shaping of the home life. The 
kindergartner' s work may be partly outside of the school building 
and yet be as difficult as that of the grade teacher. 

Each city or town must determine the type of work needed when 
considering the advisability of the double session for the kinder- 
gartner. If it is more important to accommodate large numbers of 
children, then the double session may be introduced; but if the 
kindergartner is to take her rightful place in the community as an 
influence in the home as well as in the school, if she is to give the best 
educational help to the children under her care, then she must have 
some afternoon hours free. 

The table which follows shows in detail the replies to the question- 
naire on double sessions : 



28 



DOUBLE SESSIONS IN THE KINDERGARTEN. 



S3 5;-='fcgg3S.b5 



o Xo ooc 



X coo o ooxoxo X XXX 



<1 C3 "^ '-' C3 



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M H S '^ 



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DOUBLE SESSIONS IN THE KINDEKGAKTEN. 



29 



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BULLETIN OF THE BUREAU OF EDUCATION. 

[Note. — With the exceptions indicated, the documents named below will be sent free of charge upon 
application to the Commissioner of Education, Washington, D. C. Those marked with an asterisk (*) 
are no longer available for free distribution, but may be had of the Superintendent of Documents, Govern- 
ment Printing Office, Washington, D. C, upon payment of the price stated. Remittances should be made 
in coin, currency, or money order. Stamps are not accepted. Numbers omitted are out of pnnt. 

1906. 

*No. 3. State "chool systems: Legislation and judicial decisions relating to public education, Oct. 1, 1904, 
to Oct. 1, 1906. Edward C. Elliott. 15 cts. 

1908. 

*No. 5. Education in Formosa. Julean H. Arnold. 10 cts. 

*No. 6. The apprenticeship system in its relation to industrial education. Carroll D. Wright. 16 cts. 

1909. 

*No. 1. Facilities for study and research in the offices of the United States Government in Washington. 

Arthur T. Hadley. 10 cts. 
*No. 2. Admission of Chinese students to American colleges. John Fryer. 25 cts. 
*No. 3. Daily meals of school children. Caroline L. Hunt. 10 cts. 
No. 5. Statistics of public, society, and school libraries in 1908. 
*No. 6. Instruction in the fine and manual arts in the United States. A statistical monograph. Henry 

T. Bailey. 15 cts. 
No. 7. Index to the Reports of the Commissioner of Education, 1867-1907. 
*No. 8. A teacher's professional library. Classified list of 100 titles. 5 cts. 
*No. 9. Bibliography of education for 1908-9. 10 cts. 
No. 10. Education for efficiency in railroad service. J. Shirley Eaton. 

*No. 11. Statistics of State imiversities and other institutions of higher education partially supported by 
the State, 1908-9. 5 cts. 

1910. 

*No. 1. The movement for reform in the teaching of religion in the public schools of Saxony. Arley B. 

Show. 5 cts. 
No. 2. State school systems: III. Legislation and judicial decisions relating to public education, Oct. 1, 

190S. to Oct. 1, 1909. Edward C. Elliott. 
*No. 5. American schoolhouses. Fletcher B. Dresslar. 75 cts. 

1911. 

*No. 1. Bibliography of science teaching. 5 cts. 

*No. 2. Opportunities for graduate study in agriculture in the United States. A. C. Monahan. 5 cts. 

*No. 3. Agencies for the improvement of teachers in service. William C. Ruediger. 15 cts. 

*No. 4. Report of the commission appointed to study the system of education in the public schools of 

Baltimore. 10 cts. 
*No. 5. Age and grade census of schools and colleges. George D. Strayer. 10 cts. 
*No. 6. Graduate work in mathematics in universities and in other institutions of like grade in the United 

States. 5 cts. 
No. 9. Mathematics in the technological schools of collegiate grade in the United States. 
*No. 13. Mathematics in the elementary schools of the United States. 15 cts. 
*No. 14. Provision for exceptional children in the public schools. J. H. Van Sickle, Lightner Witmer, 

and Leonard P. Ayres. 10 cts. 
*No. 15. Educational system of China as recently reconstructed. Harry E. King. 10 cts. 
No. 19. Statistics of State universities and other institutions of higher education partially supported by 

the State, 1910-11. 

1912. 

*No. 1. A course ofstudy for thepreparation of rural-school teachers. Fred Mutchlerand W.J. Craig. 5cts. 

*No. 3. Report of committee on uniform records and reports. 5 cts. 

*No. 4. Mathematics in technical secondary schools in the United States. 6 cts. 

*No. 5. A study of expenses of city school systems. Harlan Updegrafl. 10 cts. 

*No. 6. Agricultural education in secondary schools. 10 cts. 

*No. 7. Educational status of nursing. M. Adelaide Nutting. 10 cts. 

*No. 8. Peace day. Fannie Fern Andrews. 5 cts. [Later publication, 1913, No. 12. 10 cts.] 

I 



II BULLETIN OF THE BUREAU OP EDUCATION. 

*No. 9. Country schools for city boys. William S. Myers. 10 cts. 
*No. 13. Influences tending to improve the work of the teacher of mathematics. 5 cts. 
*No. 14. Report of the American commissioners of the international commission on the teaching of mathe- 
matics. 10 cts. 
*Nc. 17. The Montessori system of education. Anna T. Smith. 5 cts. 
*No. 18. Teaching language through agriculture and domestic science. M. A. Leiper. Sets. 
*No. 19. Professional distribution of college and imiversity graduates. Bailey B. Burritt. 10 cts. 

No. 22. Public and private high schools. 
*No. 23. Special collections in libraries in the United States. W. D. Johnston and I. G. Mudge. 10 cts. 

No. 27. History of public-school education in Arkansas. Stephen B. Weeks. 
*No. 2S. Cultivating school groimds in Wake County, N. C. Zebulon Judd. 5 cts. 

No. 29. Bibliography of the teaching of mathematics, 1900-1912. D. E. Smith and C. Goldziher. 

No. 30. Latin-American universities and special schools. Edgar E. Brandon. 

1913. 

No. 1. Monthly record of current educational publications, January, 1913. 
*No. 2. Training courses for rural teachers. A. C. Monahan and R. H. Wright. 5 cts. 
*No. 3. The teaching of modem languages in the United States. Charles H. Eandschin. 15 cts. 
*No. 4. Present standards of higher education in the United States. George E. MacLean. 20 cts 
*No. 6. Agricultural instruction in high schools. C. H. Roliison and F. B. Jenks. 10 cts. 
*No. 7. College entrance requirements. Clarence D. Kingsley. 15 cts. 
*No. 8. The status of rural education in the United States. A. C. Monahan. 15 cts. 
*No. 12. The promotion of peace. Fannie Fern Andrews. 10 cts. 

*No. 13. Standards and tests for measuring the efficiency of schools or systems of schools. 5 cts. 
*No. 16. Bibliography of medical inspection and health supervision. 15 cts. 

*No. 18. The fifteenth international congress on hygiene and demography. Fletcher B. Dresslar. 10 cts. 
*No. 19. German industrial education and its lessons for the United States. Holmes Beckwith. IS cts. 
*No. 20. Illiteracy in the United States. 10 cts. 

*No. 22. Bibliography of industrial, vocational, and trade education. 10 cts. 
*No. 23. The Georgia club at the State Normal School, Athens, Ga., for the study of rural sociology. E. C. 

Branson. 10 cts. 
*No. 24. A comparison of public education in Germany and in the United States. Georg Kerschensteiner. 

Sets. 
*No. 25. Industrial education in Columbus, Ga. Roland B. Daniel. 5 cts. 
*No. 28. Expressions on education liy American statesmen and pul licists. 5 cts. 
*No. 29. Accredited secondary schools in the United States. Kendric C. Babcock. 10 cts. 
*No. 30. Education in the South. 10 cts. 
*No. 31. Special features in city school systems. 10 cts. 

No. 32. Educational survey of Montgomery Coimty, Md. 
*No. 34. Pension systems in Great Britain. Raymond W. Sies. 10 cts. 
*No. 35. A list of books suited to a high-school library. 15 cts. 
*No. 36. Report on the work of the Bureau of Education for the natives of Alaska, 1911-12. 10 cts. 

No. 37. Monthly record of current educational publications, October, 1913. 
*No. 38. Economy of time in education. 10 cts. 

No. 39. Elementary industrial school of Cleveland, Oaio. W. N. Hailmama. 
*No. 40** The reorganized school play groimd. Henry S. Curtis. 10 cts. 
*No. 41. Tha reorganization of secondary education. 10 cts. 

No. 42. An experimental rural school at Winthrop College. H. S. Browne. 
*No. 43. Agriculture and rural-life day; material for its observance. Eugene C. Brooks. 10 cts. 
*No. 44. Organized health work in schools. E. B. Hoag. 10 cts. 

No. 45. Monthly record of current educational publications, November, 1913. 
*No. 46. Educational directory, 1913. 15 cts. 

*No. 47. Teaching material in Government puT'lications. F. K. Noycs. 10 cts. 
*No. 48. School hygiene. W. Carson Ryan, jr. 15 cts. 

No. 49. The Farragut School, a Tennessee coimtry-lifc high school. A. C. Monahan and Adams Phillips. 
*No. 50. The FitchliUJg plan of cooperative industrial education. M. R. McCann. 10 cts. 
*No. 51. Education of the immigrant. 10 cts. 
*No. 52. Sanitary schoolhouscs. Legal requirements in Indiana and Ohio. 5 cts. 

No. 53. Monthly record of current educational puldications, Deceml)cr, 1913. 

No. 54. Consular reports on industrial education in Germany. 

No. 55. Legislation and judicial decisions relating to education, October 1, 1909, to October 1, 1912. James 
C. Boykin and William R. Hood. 

No. 58. Educational system of rural Denmark. Harold W. Foght. 

No. 59. Bibliography of education for 1910-11. 

No. 60. Statistics of State imlversities and other institutions of higher education partially supported by 
the State, 1912-13. 



BULLETIN OP THE BUREAU OF EDUCATION. HI 

1911. 

*No. 1. MontUy record of current educational publications, January, 1914. 5 cts. 

No. 2. Compulsory school attendance. 
*No. 3. Monthly record of current educational publications, February, 1914. 5 cts. 

No. 4. The school and the start in life. Meyer Bloomfield. 

No. 5. The folk high schools of Denmark. L. L. Friend. 

No. 6. Kiudergartens in the United States. 

No. 7. Monthly record of current educational publications, March, 1914. 

No. 8. The Massachusetts home-project plan of vocational agricultural education. R. W. StimsC'U. 

No. 9. Monthly record of current educational publications, April, 1914. 
*No. 10. Physical growth and school progress. B. T. Baldwin. 25 cts. 
*No. 11. Monthly record of current educational publications, May, 1914. 5 cts. 
*No. 12. Rural schooUiouses and grounds. F. B. Dresslar. 50 cts. 

No. 13. Present status of drawing and art in the elementary and secondary schools of the United States. 
Royal B. Farnum. 

No. 14. Vocational guidance. 

No. 15. Monthly record of current educational publications. Index. 
*No. 16. The tangible rewards of teaching. James C. Boykin and Roberta King. 50 cts. 

No. 17. Sanitary survey of the schools of Orange County, Va. Roy K. Flannagan. 

No. 18. The public school system of Gary, Ind. WUliam P. Burris. 

No. 19. University extension in the United States. Louis E. Reber. 
, No. 20. The rural school and hookworm disease. J. A. Ferrell. 

No. 21. Monthly record of current educational publications, Septeml-.er, 1914. 

No. 22. The Danish folk high schools. H. W. Foght. 

No. 23. Some trade schools in Europe. Frank L. Glynn. 

No. 24. Danish elementary rural schools. H. W. Foght. 

No. 25. Important features in rural school improvement. W. T. Hodges. 

No. 26. Monthly record of current educational publications, October, 1914. 
*No. 27. Agricultural teaching. 15 cts. 

No. 28. The Montessori method and the kindergarten. Elizabeth fiarrison. 

No. 29. The kindergarten in benevolent institutions. 

No. 30. Consolidation of rural schools and transportation of pupils at public expense. A. C. Monahan. 

No. 31. Report on the work of the Bureau of Education for the natives of Alaska. 

No. 32. Bibliography of the relation of secondary schools to higher education. R. L. Walkley. 

No. 33. Music in the public schools. Will Earhart. 

No. 34. Library instruction in universities, colleges, and normal schools. Henry R. Evans. 

No. 35. The training of teachers in England, Scotland, and Germany. Charles H. Judd. 
*No. 36. Education for the home — Part I. General statement. B. R. Andrews. 10 cts. 

No. 37. Education for the home — Part II. State action, schools, agencies. B. R. Andrews. 

No. 38. Education for the home — Part III. Colleges and universities. B. R. Andrews. 

No. 39. Education for the home — Part IV. Bibliography, list of schools. B.R.Andrews. 

No. 40. Care of the health of boys in Girard College, Philadelphia, Pa. 

No. 41. Monthly record of current educational publications, November, 1914. 

No. 42. Monthly record of current educational publications, December, 1914. 

No. 43. Educational directory, 1914-15. 

No. 44. County-unit organizations for the administration of rural schools. A. C. Monahan. 

No. 45. Curricula in mathematics. J. C. Brown. 

No. 46. School savings banks. Mrs. Sara L. Oberholtzer. 

No. 47. City training schools for teachers. Frank A. Manny. 

No. 48. The educational museum of the St. Louis public schools. C. G. Rathman. 

No. 49. Efficiency and preparation of rural-school teachers. H. W. Foght. 

No. 50. Statistics of State universities and State colleges. 

1915. 

No. 1. Cooking in the vocational school. Iris P. O'Leary. 

No. 2. Monthly record of current educational publications, January, 1915. 

No. 3. Monthly record of current educational publications, February, 1915. 

No. 4. The health of school children. W. H. Heck. 

No. 5. Organization of State departments of education. A. C. Monahan. 

No. 6. A study of colleges and high schools. 

No. 7. Accredited secondary schools in the United States. Samuel P. Capen. 

No. 8. Present status of the honor system in colleges and universities. Bird T. Bald in. 

No. 9. Monthly record of current educational publications, March, 1915. 

No. 10. Monthly record of curren^ educational publications, April, 1915. 



IV BULLETIN OF THE BUREAU OF EDUCATION. 

No. 11. A statistical study of the public-school systems of the southern Appalachian Mountains. Nor- 
man Frost. 
No. 12. History of public-school education in Alabama. Stephen B. "Weeks. 
No. 13. The schoolhouse as the polling place. E. J. Ward. 
No. 14. Montlily record of current educational publications, May, 1915. 

No. 15. Monthly record of current educational publications. Index, February, 1914-January, 1915. 
No. 10. Monthly record of current educational publications, June, 1915. 
No. 17. Civic education in elementary schools as illustrated in Indianapolis. A. W. Dunn. 
No. 18. Legal education in Great Britain. II. S. Kichards. 

No. 19. Statistics of agricultural, manual-trauiing, and industrial schools, 1913-14. 
No. 20. The rural-school system of Minnesota. H. "W. Foght. 
No. 21. Schoolhouse sanitation. "William A. Cook. 

No. 22. State versus local control of elementary education. T. L. MacDowell. 
No. 23. The teaching of community civics. 
No. 24. Adjustment between kindergarten and first grade. Luella A. Palmer. 

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